Urbanisation, digitalisation and emerging technologies are reshaping young people’s relationship with the outdoor environment. We investigate how everyday outdoor experiences and spaces support adolescent wellbeing, understood as both feeling good and functioning well. Adolescents, at a pivotal stage in life, are particularly sensitive to environmental factors that influence their wellbeing. We conducted semi-structured interviews with adolescents aged 12–15 in southern Sweden (n = 14), followed by photo interviews (n = 10). Data were analysed using reflexive thematic analysis. We identified six overlapping outdoor pathways to wellbeing: being with others completely; being in motion; being in sensory experiences; developing independence; developing mastery and capacities; and self-regulating emotions and thoughts. These pathways show how everyday outdoor spaces—gardens, schoolyards, playgrounds, green spaces and neighbourhoods—can support autonomy as adolescents decide how, where and with whom they spend their time. While there are parallels with adult experiences, the pathways underscore adolescents’ stronger reliance on accessible outdoor spaces to meet daily wellbeing needs. Public investments in inclusive, nearby and engaging outdoor environments may be a particularly promising strategy for promoting adolescent wellbeing, as multiple wellbeing pathways can be activated within the same space or activity.

This study examined how self- and teacher-rated executive functioning (EF), measured with the Behavior Rating Inventory of Executive Function - Second Edition, differed between adolescents with and without self-reported neurodevelopmental disorders (NDDs; e.g., autism), across levels of internalizing symptoms, and how EF, NDDs, and internalizing symptoms related to academic achievement. Analyses included gender as a factor or were conducted separately for boys and girls. Participants were two Swedish cohorts: a younger group (N = 393, Mage = 14; 45.8% girls) and an older group (N = 359, Mage = 17; 66.6% girls). Adolescents with self-reported NDDs showed greater EF difficulties-particularly in the younger cohort-based on both self (p ≤ .003, ηp2 = 0.03-0.16) and teacher ratings (p ≤ .001, R2sp = 0.06-0.30). Self-reported EF difficulties were strongly associated with internalizing symptoms (p ≤ .006, ηp2 = 0.04-0.25), whereas teacher ratings showed minimal associations. Teacher-rated EF was the strongest predictor of academic achievement (β ≈ -0.50, p < .001 for both genders) and remained robust after controlling for NDD status and internalizing symptoms. Self-rated EF showed weaker associations, but these strengthened when internalizing symptoms were controlled. Among girls, this revealed a suppression effect, in which the EF-achievement relationship increased (β = -0.23 to -0.43, both p < .001), and internalizing symptoms also significantly predicted achievement, suggesting that emotional factors may partly mask EF-related academic challenges. These findings underscore the importance of multi-informant assessment and the consideration of emotional factors in educational contexts.

Generative artificial intelligence (GenAI) tools are becoming an increasingly common part of adolescents’ everyday and academic life, raising important questions about which individuals may be more likely to rely on them when facing challenges. Drawing on theories of technology adoption, habit formation, and self-regulation, the present study examined a sequential mediation model linking executive functioning (EF) difficulties to reliance on GenAI, defined as a tendency to depend on GenAI rather than one’s own effort or teacher support when encountering academic challenges, through perceived usefulness and habitual use. The model was tested using structural equation modeling in community samples of lower secondary school students (N = 849, Mage = 14.8 years, 49.4% girls) and upper secondary school students (N = 898, Mage = 17.4 years, 55.2% girls). Across both groups, EF difficulties were positively associated with perceived usefulness, habitual use, and reliance on GenAI (rs = .14–.32, ps &lt; .001). Supporting the hypothesized model, the sequential indirect pathway through perceived usefulness and habitual use was significant in both groups (βs = .08–.10, ps &lt; .001). Perceived usefulness emerged as the most consistent mediator, whereas habitual use showed a more limited mediating role despite being strongly associated with reliance (βs = .60–.69, ps &lt; .001). The findings identify EF as an important individual-difference correlate of reliance on GenAI and suggest that perceived usefulness may be a key mechanism linking EF difficulties to reliance. More broadly, the results highlight the role of self-regulatory capacities in adolescents’ reliance on GenAI.

Introduction The purpose of this pilot study was to examine the feasibility of a compassion-based Diversity, Equity, and Inclusion (DEI) intervention. Specifically, the study aimed to investigate whether the intervention led to increases in compassion and empathy, and decreases in stigmatizing thoughts and prejudice. Methods Participants ( N = 33) were randomized into two groups. The experimental group received compassion training, while the comparison group received lectures on prejudice and discrimination. Measures of compassion, empathy, stigmatizing thoughts, and modern prejudice were administered pre- and post-intervention. Results The results showed that participants in the experimental group reported increased levels of compassion and empathy, along with a tendency toward decreased stigmatizing thoughts. However, no reduction in modern prejudice was observed. Discussion These preliminary findings suggest that compassion training may foster greater compassion and empathy, which in turn could contribute to reducing stigmatizing thoughts. Although no effect was found on modern prejudice, the results support the potential of compassion-based approaches in DEI interventions. Further research with larger samples is needed to replicate these findings and explore their applicability in organizational settings.

This study evaluated the psychometric properties of the Swedish version of the Behavior Rating Inventory of Executive Function - Second Edition (BRIEF2) across self-, parent-, and teacher-report forms in a gender- and age-balanced community sample of Swedish youth. We examined factor structure, internal consistency, inter-rater reliability, measurement invariance, and age- and gender-related differences in behavioral executive functioning (EF). Participants included 1,257 adolescents (51.8% girls, aged 11-18) who completed the self-report version, 1,340 parents who completed parent reports on their children (46.7% girls, aged 5-18), and 38 teachers who provided teacher reports for 510 adolescents (58.4% girls, aged 13-18). Results supported the original three-factor model (Behavioral, Emotional, and Cognitive Regulation) across all informants, although model fit was somewhat weaker for teacher ratings. Internal consistency ranged from acceptable to excellent. Measurement invariance across age and gender was largely supported, though some scalar non-invariance was observed. Patterns of age- and gender-related differences varied by informant. Specifically, adolescents reported more EF difficulties with increasing age, whereas parents and teachers reported fewer EF difficulties in older youth. Girls self-reported greater EF difficulties, while parents and teachers generally rated girls as having less difficulty - except in the domain of Emotional Control. However, all observed gender and age differences across informants were small in magnitude. Overall, the findings support the Swedish BRIEF2 as having solid psychometric properties across the self-, parent-, and teacher-report forms. However, minor structural inconsistencies, informant discrepancies, the small teacher sample, and signs of item redundancy suggest areas for future improvement and refinement.

Dual-factor models of mental health integrate both positive and negative indicators to provide a more comprehensive understanding of mental health profiles. In this cross-sectional study, we explored the mental health profiles of Swedish high school students by examining five positive indicators of well-being—connectedness, perseverance, optimism, happiness, and engagement—alongside three distress indicators: symptoms of depression, anxiety, and stress. We further investigated how these profiles related to gender, environmental sensitivity, coping self-efficacy, and the experience of pandemic-related distress. Utilizing latent profile analysis on a sample of 846 students (Mage = 18, SDage = 0.85), five distinct mental health profiles emerged: Complete mental health (42.9

Racism remains a harmful societal issue, and organizations must actively address workplace bias and discrimination. However, clear guidelines are often lacking for how to conduct Diversity, Equity, and Inclusion (DEI) training in workplaces. This study aimed to develop and test a tool, the Multi-method Approach to Train Equity (MATE), to reduce prejudice and promote anti-discrimination intentions. Using a robust design with switching replications, MATE's effectiveness was evaluated with 76 employees across three organizations. Results showed a significant prejudice reduction and strengthened anti-discriminatory behavioral intentions, with lasting effects. However, no changes in compassion or perspective-taking were observed. Defensiveness is discussed as an obstacle that needs to be managed in diversity training, and findings suggest that the multi-method approach is a fruitful model.

Objectives An increased interest in the phenomenon and process of compassion, in both clinical and non-clinical psychological research, has been seen in recent decades. In these contexts, compassion is frequently understood as a felt response to the suffering of others that involves caring and seeing the universal nature of human suffering, as well as an authentic desire to ease the distress. Based on the above, the purpose of the study was to validate a Swedish translation of the Compassion Scale. Method The manuscript reports on the analyses of the factor structure, reliability, and convergent and discriminant validity of the developed scale using data from two samples ( n = 1712 and n = 353) of Swedish adults, using confirmatory factor analysis and correlation analyses. Results The results show that the translated scale had the same factor structure as the original scale, with four distinct but related factors relating to the aspects of “Kindness”, “Common humanity”, “Mindfulness”, and “Indifference”. In addition, the results indicate that the developed measure provided reliable scores, both for the entire scale and for the different subscales. In addition, the performed analyses indicate that the Swedish version of the Compassion Scale generally showed the expected relationship to related measures of personality and individual differences in empathic responding. Finally, the results supported the predictions that women would generally score higher than men on the Compassion Scale, and that compassion would have negative correlations with both age and average monthly income. Conclusions In conclusion, the performed studies provide support for the adequacy of the psychometric properties of the Swedish version of the Compassion Scale, as well as for its congruent and discriminative validity.

Discrimination and prejudice are prevalent in workplaces worldwide, but there are few empirically validated interventions for combating racial bias in organizational settings. This study aims to evaluate an intervention consisting of experiential exercises derived from Acceptance and Commitment Therapy (ACT) and Compassion-Focused Therapy (CFT). The objective is to address psychological processes influential in promoting inclusive and equal workplaces in relation to race/ethnicity. A sample of 123 employees was randomized to an intervention or a comparison condition. The intervention involved exercises designed to increase compassion and empathic perspective-taking, decrease psychological inflexibility related to prejudiced thoughts and racial attitudes, and enhance participants’ commitment to organizational values. Participants in the intervention group were compared to those participating in traditional diversity and inclusion lectures, which served as the comparison condition. The study found that participants in the flexibility and compassion condition showed a significant increase in self-reported compassion. The results also showed a significant decrease in the participants’ inflexibility in relation to prejudiced and stigmatizing thoughts. However, no significant differences between the conditions were found regarding the endorsement of racist attitudes or empathic perspective-taking. This study adds to the important but limited literature on effective diversity training in organizations. It suggests that methods derived from ACT and CFT may improve workplace diversity and inclusion interventions by increasing compassion and reducing the impact of prejudiced and stigmatizing thoughts on behavior. The study was not preregistered.

While several rating scales reliably and cost-effectively assess behavioral executive functioning (EF) in youths with neurodevelopmental disorders (NDDs), questions remain about the impact of comorbidities and dual NDDs on EF as measured by these scales in clinical samples. This study compared behavioral EF profiles among youths with NDDs, both with and without psychiatric comorbidities, non-NDDs (e.g. anxiety), and controls, as well as youths with single versus dual NDDs. The comparisons were made using the Swedish version of the Behavior Rating Inventory of Executive Function (BRIEF-2) parent form. Participants included 79 youths (mean [SD] age 12.1 [3.0]; 50.6% girls) diagnosed with various psychiatric conditions, and 151 matched controls (mean [SD] age 12.4 [2.8]; 51.7% girls). Results showed significant differences with very large effect sizes in all behavioral EF domains among youths with NDDs, regardless of whether they had non-NDD psychiatric comorbidities, compared to youths with non-NDDs or controls. The latter two groups differed in six of eight behavioral EF domains, with the Shift domain showing the largest effect size (Cohen's d = 0.94). Surprisingly, no significant differences were found between the NDD-only group and the NDD group with non-NDD psychiatric comorbidities. Youths with dual NDDs had more deficits in four of the nine behavioral EF domains compared to those with a single NDD, with the Shift domain again showing the largest effect size (Cohen's d = 0.91). This study highlights the essential role of NDD in distinguishing clinically significant parent-rated behavioral EF deficits in youths, regardless of other psychiatric diagnoses.

This study investigates the relationship between outdoor life and the well-being and self-esteem of Swedish adolescents aged 12-15 years old (n = 320), residing in three different living environments in the south of Sweden. The study employed a questionnaire that was administered twice during a school year that included questions on time spent outdoors, environmental quality and the perceived benefit of the outdoor environment. Additionally, the study used standardized scales to measure life satisfaction, self-esteem and mental health. The results of the study revealed that adolescents who had more positive perceptions of their outdoor environment and being outdoors reported higher life satisfaction and self-esteem, as well as better mental health. Notably, girls' generally perceived their outdoor environments as lower quality compared to boys across different seasons. Furthermore, variations between living environments and seasons were also observed. Overall, the study underscores the importance of promoting outdoor life and highlights specific areas planners should address to create outdoor environments with possible benefits for the well-being of adolescents of different ages, sexes and living in different communities.

In this study, we aimed to explore the frequency of use and perceived usefulness of LLM generative AI chatbots (e.g., ChatGPT) for schoolwork, particularly in relation to adolescents’ executive functioning (EF), which includes critical cognitive processes like planning, inhibition, and cognitive flexibility essential for academic success. Two studies were conducted, encompassing both younger (Study 1: N = 385, 46% girls, mean age 14 years) and older (Study 2: N = 359, 67% girls, mean age 17 years) adolescents, to comprehensively examine these associations across different age groups. In Study 1, approximately 14.8% of participants reported using generative AI, while in Study 2, the adoption rate among older students was 52.6%, with ChatGPT emerging as the preferred tool among adolescents in both studies. Consistently across both studies, we found that adolescents facing more EF challenges perceived generative AI as more useful for schoolwork, particularly in completing assignments. Notably, academic achievement showed no significant associations with AI usage or usefulness, as revealed in Study 1. This study represents the first exploration into how individual characteristics, such as EF, relate to the frequency and perceived usefulness of LLM generative AI chatbots for schoolwork among adolescents. Given the early stage of generative AI chatbots during the survey, future research should validate these findings and delve deeper into the utilization and integration of generative AI into educational settings. It is crucial to adopt a proactive approach to address the potential challenges and opportunities associated with these emerging technologies in education.

Personal growth as a process remains vaguely understood. We introduce the Personal Growth Process (PGP) model based on Carl Rogers's organismic valuing process (OVP). The PGP model explains personal growth as a sociocognitive embodied process whereby an individual undergoes multiple mental shifts that make up an ongoing, fluctuating process over the long term, starting from a place of psychological safety. The mental shifts occurring throughout the growth process are broadly categorized as self-awareness, openness towards experiencing and change, existential courage, autonomy/internal locus of control, taking responsibility for the self and others, self-compassion, and compassion towards others. These shifts all represent progress toward well-being, defined here as authenticity, harmony and life-satisfaction. Importantly, the model does not include only individual psychological constructs, but ties the process to one's social environment and common social responsibility.

Background Obsessive-compulsive disorder (OCD) typically onsets during childhood or adolescence and difficulties with executive functioning (EF) may be involved in its onset and maintenance. Yet, few studies have examined everyday EF difficulties in youth with OCD and no study has compared EF in youth with OCD to EF in youth with anxiety disorders, leaving the diagnostic specificity of EF unclear. Methods In this study, parents of treatment-seeking children and adolescents with OCD ( n = 96, M age = 13.3, SD = 2.7, 59% girls) or anxiety disorders ( n = 67, M age = 14.0, SD = 2.6, 78% girls) reported on their children’s everyday EF using the Behavior Rating Inventory of Executive Function (BRIEF) measure. Results Compared to community youth, the two clinical groups showed moderately elevated EF deficits but did not differ significantly from each other. EF deficits were not associated with the major symptom dimensions of OCD, age of OCD symptom onset, duration of OCD symptoms, and OCD severity, and did not predict treatment outcome in OCD. Conclusions Compared to peers, youth with OCD show moderate difficulties with EF, but very similar difficulties are seen in youth with anxiety disorders, and it is unclear whether these difficulties are of clinical relevance. Among youth with OCD, EF difficulties were not differentially associated with the major symptom dimensions of OCD, which is inconsistent with findings from adults. Difficulties with EF did not predict treatment outcome, indicating that integrating EF modules into OCD treatment may be of limited value, although EF may be important for treatment planning in individual cases.

In light of concerns about adolescent mental health, there is a need to identify and examine potential pathways to wellbeing in their daily lives. Outdoor environments can offer multiple pathways to wellbeing through opportunities for restoration, physical activity and socialising. However, urbanisation and new lifestyles revolving around the home and the internet are changing young people's access, use and relationship to the outdoor environment. The authors point out how the research related to adolescents' outdoor environments is generally not treated with the same level of importance or as comprehensively as that for younger children. The aim of this paper is to pave the way for research and planning initiatives on everyday outdoor environments promoting the wellbeing of adolescents and the authors suggest ways in which perspectives from developmental psychology might inform the study of adolescents' outdoor environments. The paper concludes by calling for an elevated focus on the role of outdoor environments in adolescents' everyday lives as a source of wellbeing and more research that makes clear the specific attributes, activities and experiences related to places outdoors which make adolescents feel good.

The EPOCH Measure of Adolescent Well-being measures five positive indicators of the well-being of adolescents: engagement, perseverance, optimism, connectedness and happiness. This five-factor structure along with other indicators of validity and reliability were supported for the original English version and the Chinese version. In this study, we tested the psychometric properties of the Swedish version of the EPOCH with a sample (n = 846) of Swedish high school adolescents aged 16–21 years (Mage = 18, SD = .85). The participants answered a questionnaire containing the EPOCH, Coping Self-Efficacy Scale, and 21-item Depression, Anxiety, and Stress Scale (DASS-21). A confirmatory factor analysis supported a the five-factor, inter-correlated model. The internal consistency was good for all the EPOCH subscales (Cronbach’s α = .76–.88, McDonald’s ω = .77 –.88). The criterion validity was established by replicating correlations between the five EPOCH subscales and positive (coping self-efficacy) and negative (DASS-21) aspects of well-being. This study shows that the Swedish version of the EPOCH is suitable for assessing multiple dimensions of adolescent well-being.

The physical boundaries of office work have become increasingly flexible. Work is conducted at multiple locations outside the office, such as at clients’ premises, at home, in cafés, or when traveling. However, the boundary between indoor and outdoor environment seems to be strong and normative regarding how office work is performed. The aim of this study was to explore how office work may be conducted outdoors, understanding how it is being experienced by office employees and identifying its contextual preconditions. Based on a two-year interactive research project, the study was conducted together with a Swedish municipality. Fifty-eight participants engaged in the collaborative learning process, including 40 half-day workshops and reflective group discussions, co-interviews, and participants’ independent experimentation of bringing work activities outdoors. Data was collected via interviews, group discussions and a custom-made mobile application. The results showed that a wide range of work activities could be done outdoors, both individually and in collaboration with others. Outdoor work activities were associated with many positive experiences by contributing to a sense of well-being, recovery, autonomy, enhanced cognition, better communication, and social relations, but also with feelings of guilt and illegitimacy. Conditions of importance for outdoor office work to happen and function well were found in the physical environment, where proximity to urban greenspaces stood out as important, but also in the sociocultural and organizational domains. Of crucial importance was managers’ attitudes, as well as the overall organizational culture on this idea of bringing office work outdoors. To conclude, if working life is to benefit from outdoor office work, leaders, urban planners and policymakers need to collaborate and show the way out.

International research has found changes in how today's young people evaluate themselves. The present Swedish research contributes with new findings by distinguishing different patterns of change in self-evaluation in two age groups. The study investigates generational and gender differences in five self-evaluation dimensions in two samples, one from 1983 (N = 3052 10-16-year-old students) and one from 2013 (N = 1303 10-18-year-old students). Three age groups were analyzed. The generational comparison for primary school (ages 10-12) showed higher scores in 2013 than in 1983 for all five self-evaluation dimensions. Interactions between generation and gender were found for psychological well-being, relations to others, school competence evaluations, and the total score, demonstrating, in contrast to international research, a greater increase for girls than for boys. Noteworthy is that girls in primary school had higher scores in 2013. The generational comparison for lower secondary school (ages 13-15) demonstrated higher scores for school competence, relational self-evaluations, and a total higher score in 2013. Interactions between generation and gender were found for total, physical, and psychological well-being evaluation scores, indicating an increase for boys and a decrease for girls in 2013 compared to 1983. The gender comparison for secondary school (ages 16-18, 2013), showed gender differences for physical, psychological well-being, school competence evaluations, and for the total score to the advantage of boys. The study discusses changes in self-evaluation in relation to phenomena such as permissive child-rearing, decreased demands in school, increased self-enhancement behavior through social media, and narrow body ideals in today's society. The study recommends that interventions directed toward groups with low self-evaluation scores should be considered.